egame+Ethics

g Jodi Kohler Sue Harlan Stacey Johnson Krista Ferguson || || Picture credits: [|Google 3D Warehouse] ,[|Flickr : Ethos City], [|Flickr: Jacob Lively]
 * || =The Code of Ethos=

Overview
For many years the citizens of Ethos followed an unwritten code: The Code of Ethos. This code meant that all of the inhabitants practiced justice, integrity, peace and honesty. Unfortunately, this legacy has started to deteriorate throughout the city. Most of the inhabitants that are struggling to follow //The Code// are those who are in a transitional period from adolescence to adulthood and have to make tough choices. The ruler, Ethos himself, is looking for people who can assist some of his citizens by helping them determine the best ethical behavior in complex situations. The ultimate goal is to renew and preserve the ethical legacy that Ethos once possessed.
 * Ethics is not definable, is not implementable, because it is not conscious; it involves not only our thinking, but also our feeling**//..Valdemar W. Setzer, Brazilian anthropologist//

Instructional Objective
Students will become aware of personal actions and how those actions affect others. They will learn to recognize ethical dilemmas and methods of analyzing options and decision making. Through discussion and analysis, students will come away with tools and techniques for approaching and resolving ethical dilemmas.

Situations calling for ethical decision making can apply to many areas of the 9-12 high school curriculum. Some of these areas are: bioethics, environmental sciences, economics, technological science, social sciences, history, and literature.

Below are specific content standards that allow for the inclusion of debate on ethical issues:


 * NT.K-12.2 SOCIAL, ETHICAL AND HUMAN ISSUES**
 * Students understand the ethical, cultural, and societal issues related to technology.


 * 2.0 Writing Applications (Genres and Their Characteristics)**
 * 2.5 Deliver persuasive arguments (including evaluation and analysis of problemsand solutions and causes and effects):Use rhetorical devices to support assertions (e.g., by appeal to logic through reasoning; by appeal to emotion or ethical belief; by use of personal anecdote, case study, or analogy).


 * 3.0 Literary Response and Analysis**
 * c. Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings.

Students know the behaviors associated with the demonstration of responsibility and flexibility in personal, workplace, and community settings:
 * 7.0 Responsibility and Flexibility**
 * 7.1 Understand the qualities and behaviors that constitute a positive and professional work demeanor.
 * 7.2 Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace roles.
 * 7.3 Understand the need to adapt to varied roles and responsibilities.
 * 7.4 Understand that individual actions can affect the larger community.


 * 8.0 Ethics and Legal Responsibilities**


 * 8.0.Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms:**
 * 8.1 Know the major local, district, state, and federal regulatory agencies and entities that affect the industry and how they enforce laws and regulations.
 * 8.2 Understand the concept and application of ethical and legal behavior consistent with workplace standards.
 * 8.3 Understand the role of personal integrity and ethical behavior in the workplace.
 * 8.4 understand how social, organizational, and technological systems work.
 * 8.5 Understand the ethical implications of the degree of influence media, arts, and performances have on individuals.


 * 10.1 Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.**
 * 10.11 Know the ways in which literature builds an understanding of the many dimensions (e.g., intellectual and philosophical, moral and ethical, aesthetic) of human experience.


 * 11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.**
 * Describe the contributions of various religious groups to American civic principles and social reform movements (e.g., civil and human rights, individual responsibility and the work ethic, anti-monarchy and self-rule, worker protection, family-centered communities).


 * Thinking and Reasoning**
 * Standard 1: Understands and applies the basic principles of presenting an argument
 * Standard 2: Understands and applies basic principles of logic and reasoning
 * Standard 6: Applies decision-making techniques.3 Students evaluate, take, and defend positions on what the fundamental values and principles of civil society are (i.e., the autonomous sphere of voluntary personal, social, and economic relations that are not part of government), their interdependence, and the meaning and importance of those values and principles for a free society.

Learners
This game is designed to be played by high-school aged students of all levels and abilities. Students need not demonstrate any particular subject-matter affinity to play.

Context of Use
This game was designed for use in a typical classroom, yet its flexibility allows for use in various settings. Because the subject of ethics is intrinsically cross-curricular, the game would work well in multiple classroom settings: History, Economics, English, Science and Technology, Special Ed, and even in Advisory/ AVID/ or "homeroom" type settings, as well as informal environments, such as youth groups, camps, etc. The game lends itself equally well to large group or small group play. In a large-group setting, the teacher would project the game via LCD projector, stopping action when a player is faced with choices. At this point, students would engage in class or team discussion. When a decision is made, action is resumed, and the consequence of the class decision is revealed. Length of play will vary depending on time allotted for discussion prior to each decision, ranging from a portion of a class period to several periods. Play of this game could be a singular event, or one that is extended throughout a semester or term. The game is designed to be replayed multiple times. The storyline will differ based on the character that a player selects at the start of the game, as well as by the various branches of each story line that will develop depending on the decisions that a player makes.

Option choices ask the player to explain his reasoning for his answer. The Player writes his response in the "Rationale" box. The game will save these responses so that the teacher can review them at a later time.

Play could effectively take place in various contexts: with little to no introduction, as part of a unit on logic and debate, as part of a study of ethics or human nature, and as part of an ongoing discussion about choices and consequences. Players need no formal preparation in order to be effective; however, some teachers may wish to provide students with a framework for ethical decision making (great examples can be found [|here]) prior to beginning. Additionally, teachers may choose to follow play with a written reflection on the decision and the process by which players reached their decision.

There is no scoring; there are no winners or losers in this game. The teacher and class determine the length of play. Topics and the tools for ethical decision making can be used as prompts for further writing or discussion.

Scope
This game could could be played anywhere from 10 minutes to about 2 hours. It all depends on how many characters the player would like to follow and how much thought and discussion goes into each ethical choice. The content revolves around 4 main characters, all of whom are teens living within Ethos. The first character is an athlete who is seeking an athletic scholarship to a university. The second character is a determined student who wants to be the first person in her family to go to college. The third character is the oldest sibling who tends to have to take care of the younger siblings on top of taking care of academic responsibilities. The final character is someone who's parents own their own company and plans on working in the family business for a future career.

This is more of a branching story. The character will present the player with a variety of decisions that the character has to make throughout the scope of a single day. Each of these scenarios will give the player two or three options the character has to wrestle with. The player will then choose one of those options for the character to follow. The next scenario follows depends upon the action the player previously picked for the character. Each scenario will have a new screen.

Object of the Game
The individual players encounter various scenarios or situations that require an ethical decision to be made. Players then choose from a list of possible choices, which will in turn give a result or consequence of the decision that was made. The ultimate object of the game is to prompt the players to discuss complex ethical situations, and reflect on the decisions that are made and the resulting consequences.

Competing Products
[|Scruples] Scruples is a card game that focuses on predicting the decisions another player might make when faced with a dilemma. One aspect of the game is to bluff or accuse the other player of lying so that you can get rid of one of your cards. Doesn't seem very ethical. Not a game to use to teach about ethics, but maybe to learn more about your friends and family.

[|Quest Atlantis]

This educational game allows middle school student to explore a virtual world where they are faced with numerous situations that require the player to make judgments and decision. These decisions build on themselves affecting other scenarios and choices. This game, started by the National Science Foundation to teach water conservancy, has expanded to include other science, social and ethical issues. It is a classroom based game, and the classroom teacher monitors the students' activity.

I downloaded the game as a guest user and attempted to play. The graphics are nicely done though I find these electronic worlds too surrealistic, almost nightmarish. I played for about an hour but spent most of my time reading directions and answering questions presented to me. There was no audio which was somewhat tedious. I can't imagine a middle-schooler persevering on his own through this.

When I encountered my first quest, a pdf opened, and the activity looked very much like a worksheet or a lesson plan which was somewhat disappointing. Overall, this game sounds very much like what our team would like to create; however, we are focusing more on a teenager's ethical choices across all content boundaries.

[|Business Ethics] Novo Nordisk has a business ethics challenge geared toward employees allowing them to see personal options in business situations. This interactive game puts the employee in a situation that has several solutions. Player must choose best option for himself and the company. This is a good tool to help workers recognize unethical situations and their potential consequences.

Design Details (For additional screen shots and scenarios visit our [|Google site].)
The appearance and atmosphere of the game is a 3D environment. The character images and location design are based on 3D design. Character appearance reflects that of a modern day teenager. Props are 3D, realistic drawings. An accompanying map identifies realistic urban areas, parks, educational facilities, and residential areas.

The movement of the game presents players with open-ended scenarios that require reflection and discussion by the player and class members.

**Technical Details**
The game will be designed using the 3D and interactive animation authoring tool, [|Unity]. The editor can be used on most operating systems, Windows and Mac OS X, though not Linux. The game can be designed for Wii, iPhone, Mac and Windows platforms. For Windows, the graphics engine uses [|Direct3D], for Mac and Windows [|OpenGL] and for Wii, proprietary interfaces (API's.) The audio is a free, cross-platform software [|OpenAL]. Video uses the recently open-sourced, video compression codec, [|Theora].



** Sounds and Music **
Sounds: During the narration and "How to play" section, historical sounding, non-lyrical music will be playing, similar to a movie soundtrack for a Roman Empire era film. Once the player starts the game, the only sounds will be of background noise that depicts the area the character is in. For instance, if the player is at home, there could be a baby whining in the background, some TV noise with unrecognizable talking on it etc. If the character is in the car, the sound will be that of a moving vehicle, a radio playing and traffic noise. As for transitional noises, the player will here a chime if he/she clicks on a button that navigates away from the game.

** Character Dictionary **
There are four main characters that the player can choose to follow. In addition to the main characters will be characters who play a part in the individual scenes. These characters and their context are described in the storyline flowchart. Listed below are the bios for each of the main characters:

Jacob Lively // Hi, my name is Jacob Lively. I am 17 years old. I enjoy sports, but I don't really have time to play them. My dad owns a construction company in the city of Commerce. Usually when school gets out I ride my bike to my dad's office (since I don't have a drivers license) and I help with ordering parts for different jobs. I talk to contractors, construction workers and the office manager a lot. My dad wants me to work on the balance sheets and bookkeeping once I graduate and eventually become a general contractor. As for school, I just get done what I need to in order to pass my classes since I already have a full time job at my dad's company. My family is very important to me and I want to learn the skills necessary to expand and improve my family's business. //


 * Motivation:** There are many students who do not plan on going to a university after high school. This character represents those who plan on going to a trade school or working at an already established, family-owned business. Following this character will allow the player to see what types of consequences a student must face when academics is not the number one priority.

Alexis  //Hi. My name is Alexis, but my friends call me "Lexi." I am only 17 but am already a graduating senior. I guess I'm what they call an "over-achiever." Good grades don't come easily to me, and I must work hard. I depend on good grades to help me get a scholarship and financial aid. I really need to get into college. I would be the first in my family to go. My parents don't think school is important, but I need to show them it is, and that I can do it. I can't live the same kind of life they have led. //



**Motivation:** Some students are very driven to achieve and must work harder than others to accomplish what they want. The reality of paying for college is a big concern for many students so many players will relate to this situation.going to a trade school or working at an already established, family-owned business.

Caleb Swift //Hi. My name is Caleb Swift. I am a senior this year, and have been a 3-season varsity athlete (Cross-Country, Basketball, and Track & Field) since my freshman year. I am also an honors student with a 3.9 GPA. Even though my family members want (and expect) me to go to a four-year university, my parents have told me that there is no savings available for tuition, so I'll need to earn a scholarship to the school I choose to attend, or earn some other financial aid. Sometimes, it's really hard to balance everything! Last year, I placed 2nd in the 800m at the League Championships, and played starting forward for the Basketball team that made it all the way to the semi-final round of the State Championships. I have been receiving recruiting letters for the past few months; no offers yet. Now, more than ever, I feel pressure to shine.// 


 * Motivation:** Many students feel like they are balancing pressure to achieve on several levels. Student athletes will recognize the pressure of trying to balance academics and a rigorous training/ competition schedule. Many of the students who wish to attend a four-year university can relate to the concern of not being able to afford tuition without earning a scholarship or financial aid.

Julia Rose

//Hi, my name is Julia Rose. I am 16 years old and a sophomore in high school. I'm the oldest of my three siblings and often have to take care of them because my parents work a lot in order to provide a good life for us. I try to do well in school because I want to get into a good college, but it's hard sometimes to juggle taking care of my brother and sisters and making sure my school work is done. I love hanging out with my friends too, but I don't get to as often as I would like because I have so many other responsibilities at home.


 * Motivation: Students who come from families where the parent(s) are out of the house a lot due to work would relate to this character. There are a lot of kids out there who have to learn early on how to manage home life and school life and very often go through many struggles along the way. **//

**Sample screens**






=[|For additional flowcharts, click here.]=

//Guidelines for making decisions://

 * //**Recognize an Ethical Issue**//
 * //Could this decision or situation be damaging to someone or to some group? Does this decision involve a choice between a good and bad alternative, or perhaps between two "goods" or between two "bads"?//
 * //Is this issue about more than what is legal or what is most efficient? If so, how?//


 * //**Get the Facts**//
 * //What are the relevant facts of the case? What facts are not known? Can I learn more about the situation? Do I know enough to make a decision?//
 * //What individuals and groups have an important stake in the outcome?//
 * //Are some concerns more important than others? Why?//
 * //What are the options for acting? Have all the relevant persons and groups been consulted? Have I identified creative options?//

>> (The Common Good Approach)//
 * //**Evaluate Alternative Actions**// //**- Evaluate the options by asking the following questions:**//
 * //Which option will produce the most good and do the least harm? (The Utilitarian Approach)//
 * //Which option best respects the rights of all who have a stake? (The Rights Approach)//
 * //Which option treats people equally or proportionately? (The Justice Approach)//
 * //Which option best serves the community as a whole, not just some members?
 * //Which option leads me to act as the sort of person I want to be? (The Virtue Approach//


 * **//Make a Decision and Test It Considering all these approaches, which option best addresses the situation?//**
 * If I told someone I respect-or told a television audience-which option I have chosen, what would they say?
 * //**Act and Reflect on the Outcome**//
 * //How can my decision be implemented with the greatest care and attention to the concerns of all stakeholders?//
 * //How did my decision turn out and what have I learned from this specific situation?//

//"This framework for thinking ethically is the product of dialogue and debate at the Markkula Center for Applied Ethics at Santa Clara University. Primary contributors include Manuel Velasquez, Dennis Moberg, Michael J. Meyer, Thomas Shanks, Margaret R. McLean, David DeCosse, Claire André, and Kirk O. Hanson.// "

Motivational Issues
The intrinsic motivations that Malone describes, challenge, fantasy, and control, all come into play in this game. The challenge is the dilemma itself, and yet the fantasy is that the player is able to explore these potentially harmful or unethical scenarios from another perspective within the safety of the game. The situations are taken from real life, possibly ones that the players have themselves encountered. The player is able to explore options and make choices perhaps unlike those he would make in real life, just to see what the outcome or consequences would be. It would be fun for teens to explore some of these "dangerous" situations as well as to see how their peers respond. Choosing characters and outcomes gives the player a sense of control and power or self-determination. The solution tools withing the game also empower the player in his decision making.

Challenge also exists in the uncertainty of the "correct" response followed by feedback revealing the consequences of each choice. Each decision has consequences whether positive, negative or neutral. Each scenario contains choices contingent upon the previous choice. Hopefully, seeing the choices and consequences; understanding the analysis in dilemma decision making will ultimately give the player courage in his own convictions and confidence knowing he is gaining tools for dealing with these situations in real life.

The fantasy aspect exists in the scenarios that the players encounter. These are real-life, believable situations. The learning that happens here will be applicable to the students' own lives; hopefully the lessons and tools will transfer into real-life situations.

Schell's Lens of Feedback is applicable here. The players receive a response to every choice. The responses may also present an additional choice or dilemma, much like real life. These options give them control within the game; they get to choose the direction the game will go.

Design Process
We examined many websites dealing with ethics, and realized what an enormous topic it really is; that it encompasses all aspects of our lives- business, finance, science and medicine, technology, social aspects, etc. We decided since we are secondary teachers, the high school setting would be perfect for incorporating all these areas. Our first idea of presenting high school students with ethical dilemmas to ponder hasn't really changed much from its origination. When we saw the [|Business Ethics game] we knew we wanted to create a game along the same lines, except aimed at high school students. Then, in our research on ethics, we came across a website, [|Ethics in Computing], that presented ethical choices in a map format. We decided to borrow that idea, as well.

We haven't gone through many different iterations of the game, just altered the details and content. If we were actually producing an electronic version, we would have had many more changes. Initially, the locale was a Utopian society with a "dictator" type leader which we realized was contradictory and not ethical. If the society were Utopian, then would there be any dilemmas of any kind? We then brought it back down-to-earth and changed the setting to Anywhere, USA (in this case Anywhere is Ethos.)

A tremendous amount of information on teaching ethics exists on the web, some of it dealing with adults and work or research, and student information dealing with right and wrong. We wanted scenarios for high school students that actually presented ethical dilemmas more complicated than just right and wrong, not just black and white problems. Our game tries to mimic real life situations that we all face and to give the players tools for attacking those problems.

Friends, family, students and co-workers provided feedback to our incessant badgering about our game process- from character selection and appearance to scenarios and realistic responses. Would they play a game like this? Does it sound interesting? Which character picture do you like better? What would you do in this situation? By no means a scientific analysis, we consulted students who are gamers asking them what would make the game appealing? They preferred realistic looking characters, scenery, and props. No cartoons. REAL problems.

Overall lesson: go directly to the intended user for insight and information.